This paper investigates discourse practices in English-language education within The Language Introduction Program (LIP) in Sweden. The data consist of field notes and transcripts of five meetings with the English Subject Group at LIP (ESGL), a teacher conference for LIP teachers, and a meeting for all teachers and faculty members at a school. The methodology of this study is based on linguistic ethnography, and postcolonial perspectives, in combination with critical discourse analysis, that are used to analyze othering in an educational context. The results show that the discourse practices of the ESGL involve perceptions of lack regarding LIP students' prior knowledge of English, and that these are strengthened and confirmed in meetings for LIP and the school. A strong focus on what LIP students lack academically, on both an individual and group level, was recurrent in discourse. Furthermore, the administration and implementation of the national tests in English at LIP positioned the tests as of less importance and relevance to LIP students. This practice downplays the professional assignment of English teachers at LIP and devalues the subject of English and the teachers' roles. The results show that English as a school subject at LIP is different in many ways compared to upper-secondary school.